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“教-学-评”一体化全英文教学设计
PEP八上 Unit 5 What a delicious meal! Period IV Section B （1a-1f）
The analysis of the text It deepens the theme of "food and cooking" by exploring the emotional and cultural connotations behind cooking and food. Through this passage, students not only expand their vocabulary related to food and cooking but also enhance their reading comprehension skills, such as skimming, scanning, and in - depth understanding. Moreover, it promotes students' cultural awareness and emotional exploration, allowing them to understand how food can be a medium for creating memories, expressing love, and bridging cultural gaps.
The analysis of students Most students have basic reading skills like skimming for the main idea and scanning for specific information. But there are individual differences. Some students are proficient in quickly grasping the key points, while others may need more time to analyze the text. In terms of language output, some students may be less confident in expressing their thoughts and feelings related to the reading content, especially when using complex sentence structures.
Core competences　　　 Through this lesson, students will be able to: master the new words and phrases related to food and cooking in the passage, such as “pie”, “cinnamon”, “recipe”, “host”, “hostess”, “mixture” understand complex sentence structures used to express emotions and cultural connections, like “Cooking is love made visible. That is what my grandmother always told me.” encourage students to cherish family memories and understand the importance of cultural exchange through food.
Teaching thoughts The core of this lesson's teaching philosophy is to place students at the center. In activities from 1a - 1e, students are encouraged to actively participate.The teaching content is closely linked to students' real - life experiences.
Course Resources Textbook, the recorder，the video, the assessment
Teaching Methods 1. Communicative Language Teaching 2. Task-based Language Teaching 3. Group work
Teaching Aids PPT, blackboard, and chalks.
Teaching points Key Points: Key vocabulary and sentence structures in the reading passage. Difficult Points: Using the learned language knowledge to express their own thoughts and feelings about food - related topics accurately and fluently.
Teaching Procedures
Steps Teacher’s Activities Students’ Activities Evaluation
Step I Warm up Greetings. Show some pictures of different pies on the PPT, and ask students “Do you know these kinds of pies Have you ever eaten a pumpkin pie What do you think of it ” Students greet and answer the question, Some students may share their experiences of eating pies or their impressions of pies. Check whether students can actively participate in the discussion and express their ideas.
Purpose Arouse students' interest in the topic of pies and activate their prior knowledge related to food, which helps them better understand the upcoming reading passage.
Step II Pre-reading 1.Have ss learn new words. 2.Have ss look at the title and the pictures and guess what the text is about. Students learn new words and observe the pictures and guess the main idea. Evaluate whether their predictions are reasonable and related to the theme.
Purpose Build a vocabulary foundation for reading, and train students' prediction ability, which can help them better understand the text.
Step III While-reading 1.T leads students to read the passage quickly and tick the best main idea in 1b. 2. T lets students read the passage carefully and answer the questions in 1c, Walk around the classroom to offer help if necessary. 3. T explains the language points in the passage. 4.T leads ss to finish 1d. Ss read the passage quickly and carefully to complete the tasks, and then discuss their answers with classmates. Listen carefully, take notes, and ask questions if they don't understand. Evaluate their reading comprehension ability at different levels.
Purpose Train students' reading skills, help them obtain the main idea and specific information from the passage.
Step IV Post-reading Lead ss to complete the summary of the text. Have ss think about the memory they have of food and love. Students complete the tasks in 1e and 1f. Share with partners. Observe students' participation in the group discussion.
Purpose Develop students' speaking ability and promote their thinking about the emotional and cultural significance of food.
Step V Summary The teacher leads students to summarize what they have learned. The teacher guides students to complete the assessment. Students recall the learned knowledge of today and complete the assessment form. To check if students can summarize the knowledge they learned.
Purpose Students can talk with each other with the points they learned.
Step VI Homework You must do: Read the new words and important sentences in the passage. If you can: Make a short video introducing their favorite food and share it with classmates. Homework can help students strengthen the knowledge which they have learned.
Purpose Let students in different level to build up their confidence and expand language output and help students strengthen the knowledge they have learned.
Blackboard Design Unit 5 What a delicious meal! Section B （1a-1f） How are plants and animals connected with us pie”, “cinnamon”, “recipe”, “host”, “hostess”, “mixture”, “along with”, “fill... with... Cooking is a way to create memories, express love and connect cultures.
Teaching Reflection Through reading exercises, students' reading comprehension skills have been improved to some extent. They can better understand the emotional and cultural connotations in the text.

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